The resources academics recommend – and what students are really using First results from the Sage Pedagogical Survey Kiren Shoman and Annika Bennett

The Survey – Motivation and reasons for commissioning it

Methodology Online surveys with a very positive response rate: 79 librarians 108 students 399 academics from 113 UK institutions Focus on five disciplines: Business/Management Education Nursing Psychology Sociology Three non-Russell Group UK universities studied in depth (at least one Russell Group one to follow) Interviews with academics Interviews with librarians Student focus groups. Synthesis of other recent published material.

Changes of pedagogical approach Greater emphasis on quality of teaching Greater emphasis on innovative teaching Academics encouraged to use more technological ‘solutions’ Widespread adoption of ‘flipped learning’ More recognition of matching academic achievement to vocational need.

Some of the key questions

Are students’ and lecturers’ use of resources changing? Most frequently mentioned changes: flipped classroom a new focus on technology-enhanced learning ‘students as researchers’ concern over existing teaching standards student expectations Considerable efforts are being made by academics and librarians to promote a wide range of resources. There is often a discrepancy between the resources students are encouraged to use and those they actually use.

How are pedagogical tools represented in Resource Lists? A whole variety of resources is represented in resource lists Most of the librarians (82%) responded that they did use a reading list software solution The role of the Library is key in this area. Generally, Russell Group universities tend to give shorter reading lists and encourage students more to do their own research

There is recognised value in textbooks and students still like print Is there evidence of increased concern regarding costs of resources for students? The majority of participants think that students should not pay for their materials Focus group students would be willing to buy some books, but mainly for revision and if absolutely necessary. There is recognised value in textbooks and students still like print

Is there evidence of increased concern regarding costs of resources for students? “In my first year, I spent £150 on books, and then ended up not really using them!” [Psychology, student focus group A] “In the first year, I was told to buy 3 books. They cost £150 and I didn’t use any of them.” [Psychology, student focus group B] “I find that students are not so much concerned about cost, rather than about usefulness. I would hate them spend money on books they eventually don’t need...” [Education academic, Russell Group] “I have to say, I sometimes really can’t make sense of the pricing publishers apply. Some titles are £80 and more! Students are financially squeezed more than ever, so I would rather tell my students to steal a book than to make them purchase it new.” [Sociology academic]

How might publishers engage with students to encourage stronger access and use of their publications? Distancing between publishers and academics in the purposes and objectives they have for resource provision Retail prices Increased use of Journals content – purchase through library Misunderstandings about Open Access Questioning of the relevance of material in textbooks to what is actually being taught

How might publishers engage with students to encourage stronger access and use of their publications? Distancing between publishers and academics in the purposes and objectives they have for resource provision Retail prices Increased use of Journals content – purchase through library Misunderstandings about Open Access Questioning of the relevance of material in textbooks to what is actually being taught All of these frictions impact greatly on booksellers

What other influences are occurring in HE that impact resource use? By far the most often mentioned: the introduction/increase of student tuition fees TEF / subject-level TEF Change in student numbers and demographics Brexit Student Expectations!

Challenges for Academia No more money in system / perception that universities wealthier (£9250) Environmental factors “Squeezed middle” Russell Group: teaching perceived as being less valued

Some findings about resources Declining emphasis on textbooks Librarians recommend digital - academics prefer print textbooks More use of journal articles [TEF: “research-led teaching”] Use of wide range of other resources Few universities expect students to pay for resources now Limited support for “institution pays” Students prefer print

Message from students: Keep printing books!! Good News Message from students: Keep printing books!! “I think together [publishers] have achieved a high standard and in terms of what they produce, they meet the needs.” [Nursing librarian] Some Russell Group academics believe that the book trade can help them collaborating and exchanging best practise with other universities

…and the booksellers? – 10 thoughts Students like print Do tuition fees cover all the resources students need? Reading list software Core reading on reading lists almost always includes some books Students need advice

…and the booksellers? – 10 thoughts continued Exams offer a second bite of the cherry Vocational courses Well-publicised bookshops flourish Student affordability is important Publishers need booksellers

What next? Repeat in three years time More research to complete the project: Russell group Consolidate the project with new data Repeat in three years time Continue to listen, engage, and inform our strategy

Thank you very much! Kiren Shoman and Annika Bennett kiren.shoman@sagepub.co.uk / abennett@goldleaf.co.uk